20 Questions: Racism 1) Do you have a pet?2) Do you like animals?3) Do you have a favorite animal?4) Which types of animals do you like (e.g. amphibians, birds, fish, invertebrates, mammals, reptiles)?5) What kinds of animals are kept as pets where you live? *This lesson might require additional preparation. The key characteristics of invertebrates include: no backbone (spine) some of the earliest animals more than 97% of all living species = invertebrates ectothermic (dependent on external sources of body heat; cold-blooded) The key characteristics of fishes include: backbone/spine (vertebrates) first animals to evolve jaws breathe with gills no arms or legs ectothermic (dependent on external sources of body heat; cold-blooded) The key characteristics of amphibians include: backbone/spine (vertebrates) tetrapods (four-footed) ectothermic (dependent on external sources of body heat; cold-blooded) larvae form in water first vertebrates to colonize terrestrial habitats
Discrimination based on Race 2. Exploring Institutional Racism: The case of apartheid and the Holocaust (60- 90 minutes per case study) Note: This activity requires two handouts for each case study. Each case study includes an Introduction and Timeline. Before class, print and make one copy of the appropriate introduction(s) and timeline(s) for each student. Cut the Timeline(s) you are using as instructed on the handout. Directions for using Apartheid handouts · Begin the activity by circulating pictures from the apartheid era (in books or from the websites listed). · Distribute the handout Introduction to Apartheid. · Ask students if they can think of other examples of racial segregation (e.g., ghettos in Nazi Germany; the removal of Native Americans from their homelands to reservations.) · Break students into eight groups. · Explain that each selection describes different events in the history of apartheid. · Direct students' attention to the "Directions for the Timeline" on the "Introduction" handout.
Ethnicity 3. Optional: Poetry (25-45 minutes. Some parts can be done as homework.) Note: In this activity, students create poems about their backgrounds; each stanza begins with the phrase "Where I'm From." The activity is adapted from "Where I'm From: Inviting Students' Lives Into the Classroom." In Rethinking Our Classrooms: Teaching for Equity and Justice, Volume 2. · Distribute copies of the sample poems to students. · As noted on the handout, ask students to describe the significant images in each poem (sights, sounds, smells, objects, people) and how they help paint a picture of the author's ethnic background. · As noted on the handout, have students generate a list of significant images and metaphors that reflect their homes and families. · Have students incorporate these images into a poem. · After the poems are done, have students sit in a circle. · As an alternative to reading in a circle, have students read their poems in pairs.
40 more maps that explain the world Maps seemed to be everywhere in 2013, a trend I like to think we encouraged along with August's 40 maps that explain the world. Maps can be a remarkably powerful tool for understanding the world and how it works, but they show only what you ask them to. You might consider this, then, a collection of maps meant to inspire your inner map nerd. I've searched far and wide for maps that can reveal and surprise and inform in ways that the daily headlines might not, with a careful eye for sourcing and detail. I've included a link for more information on just about every one. Enjoy. 1. Data source: Oak Ridge National Laboratory, World Bank. Those dots represent people: the brighter the dot, the more people. 2. Click to enlarge. Human beings first left Africa about 60,000 years ago in a series of waves that peopled the globe. 3. (Wikimedia commons) The Mongol conquests are difficult to fathom. 4. Click to enlarge. This map shows the Spanish and Portuguese empires at their height. 5. 6. 7. 8. 9.
The Artists Role | Gentle Voice This issue of Gentle Voice is titled ‘Art Unlimited’ and there are a multitude of different forms of art: drawing, painting, sculpture, collage, computer generated art, digital graphics, pop art, minimal art, performance art, street art, indigenous art, architecture, music, dance, film, photography, the art of conversation, the art of seduction and so on…! Types of art are as varied as media, subject matter and technology allow. Maree: [M] Emma Walker, one of Australia’s most respected young artists says, “The creative process is not a straight forward one. There is no exact recipe that can be followed to produce a consistent result. Each artist comes with unique inner workings and personal history that creates their own individual approach. For this reason, the variety of outcomes is limitless”.…. Rinpoche: [R] I really like that actually. M: What genre of art do you most identify with and why? M: From your perspective what is the purest form of art? R: I actually think both. R: Both.
UN CyberSchoolBus Human Rights module Discrimination and Racism: Process This webquest will serve as your final for this semester. This unit will take the remaining two weeks to research your civil rights leaders, create a story board, write a script for the round table discussion, perform the round table discussion, record your performance, and evaluate your production. Be aware that your productions will be shared with other American Literature classes on campus during Finals Week. DO NOT PROCRASTINATE! Make sure to use the planning guide given in class. Task 1: Scenic Route Be sure to select a scene in To Kill a Mockingbird that has spurred your imagination and creativity. Task 2: Brainstorm Using Inspiration, brainstorm what civil rights leaders you would want Jem and Scout to meet. Task 3: Select your character. You will be responsible for an outline, note cards, and a summary page describing the method for the oral presentation. Arthur Ashe Cesar Chavez Dr. Coretta Scott King Jem Scout Moderator Task 4: Research History of Race and Identities · Social Issues
CIVIL WAR - Giving Voice to the Invisible Partipants: Introduction by Margarert Garcia, Hosler Middle School Modified by Cherie Lange, CV Middle School Students will research the "other" groups involved in the Civil War. These people were rarely mentioned or recognized in text books due to their lack of political, social or economic power in this turbulent time in U.S. history Introduction Your publishing firm has just started a new magazine. If at any time during your travels you need help or have questions, remember to contact your editor in chief, in other words, your teacher . The Civil War had a huge impact on the United States as we know it today. There were other people involved in the Civil War of different genders and ethnicity - These people fought on both sides - Union and Confederate.